Searching for "penn state"

ebooks Penn State

E-books provide student savings through Penn State partnership

August 13, 2018

https://news.psu.edu/story/531094/2018/08/13/academics/e-books-provide-student-savings-through-penn-state-partnership

Penn State, through a partnership between Penn State World Campus and the University Libraries, has made available more than 330 e-books for almost 300 courses offered through World Campus starting in the 2017-2018 academic year. The e-books are available to students through Canvas, the University’s learning management system, and are also searchable online in the University Libraries’ catalog.

The e-book licensing partnership between the Libraries and Penn State World Campus

The partnership is mutually beneficial as it helps the Libraries increase its collections strategically while also supporting Penn State’s strategic plan foundation of enabling educational access and affordability and its commitment to help students avoid costs by offering free and low-cost textbooks.”

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more on ebooks in this IMS blog
http://blog.stcloudstate.edu/ims?s=ebooks

more on Penn State
http://blog.stcloudstate.edu/ims?s=penn+state

digital media misinformation

Digital Media Has a Misinformation Problem—but It’s an Opportunity for Teaching.

Jennifer Sparrow    Dec 13, 2018

https://www.edsurge.com/news/2018-12-13-digital-media-has-a-misinformation-problem-but-it-s-an-opportunity-for-teaching

https://www.edsurge.com/news/2018-12-13-digital-media-has-a-misinformation-problem-but-it-s-an-opportunity-for-teaching

Research has shown that 50 percent of college students spend a minimum of five hours each week on social media. These social channels feed information from news outlets, private bloggers, friends and family, and myriad other sources that are often curated based on the user’s interests. But what really makes social media a tricky resource for students and educators alike is that most companies don’t view themselves as content publishers. This position essentially absolves social media platforms of the responsibility to monitor what their users share, and that can allow false even harmful information to circulate.

“How do we help students become better consumers of information, data, and communication?” Fluency in each of these areas is integral to 21st century-citizenry, for which we must prepare students.

In English 202C, a technical writing course, students use our Invention Studio and littleBits to practice inventing their own electronic devices, write instructions for how to construct the device, and have classmates reproduce the invention.

The proliferation of mobile devices and high-speed Wi-Fi have made videos a common outlet for information-sharing. To keep up with the changing means of communication, Penn State campuses are equipped with One Button Studio, where students can learn to produce professional-quality video. With this, students must learn how to take information and translate it into a visual medium in a way that will best benefit the intended audience. They can also use the studios to hone their presentation or interview skills by recording practice sessions and then reviewing the footage.
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more on digital media in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+media

calming strategies against stress

https://www.edsurge.com/news/2018-12-26-teaching-is-as-stressful-as-an-er-these-calming-strategies-can-help

researchers from Penn State say can be as stress-inducing as an emergency room. Teachers enter such an an environment every day, which sometimes feels like life-or-death.

nonprofit program Cultivating Awareness and Resilience in Education (CARE)

half of the students in schools across America have experienced some form of trauma, violence or chronic stress.

After collecting data on those educators’ well-being, observations of classrooms and student behavioral reports over the course of a year, we found that teachers who received emotional regulation training were more emotionally supportive, demonstrated greater sensitivity to student needs, and provided more positive and productive classroom environments. Furthermore, when assessing teachers’ stress levels, those teachers noted considerably less distress, and an improved ability to manage their emotions.

In the face of stressful situations, I instead used techniques like deep breathing and mindful walking to calm my body and mind, gaining that heightened self-awareness to thoughtfully respond to the issue at hand.

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more on stress in this IMS blog
http://blog.stcloudstate.edu/ims?s=stress

Competent, Literate, Fluent

Competent, Literate, Fluent: The What and Why of Digital Initiatives

 Published:

https://er.educause.edu/blogs/2019/4/competent-literate-fluent-the-what-and-why-of-digital-initiatives

how should associated terms including literacycompetency, and fluency be distinguished

In the 2019 EDUCAUSE Learning Initiative (ELI) Key Issues in Teaching and Learning, digital and information literacy maintains a top-five position for the third consecutive year.

Is it significant that Bryn Mawr College has a framework for digital competencies, Virginia Tech is launching a program in digital literacy, and the University of Mary Washington has a curricular initiative for advanced digital fluency? And what does it mean that Penn State has shifted its focus from digital literacy to digital fluency?

Jennifer Sparrow and Clint Lalonde have argued that digital fluency is a distinct capacity above and beyond digital literacy.

digital frameworks … on three levels:

  • First, digital initiatives aim to enhance students’ success after graduation.
  • A second major objective is to develop “digital citizenship.”
  • At a third level, digital initiatives can promote deep reflection upon the distinctive nature and ethics of knowing and knowledge in the digital age.

GBL XR DS for IM 554

Course title: IM 554 Developing Skills for Online Teaching and Learning

Topic for this week: Game-based learning, Virtual Reliability, and Augmented Reality
Audience: IM Graduate students working for K12 schools or in business

March 28, Adobe Connect. http://scsuconnect.stcloudstate.edu/im554_park/

Events worth mentioning (pls share if you would like to discuss details):

1. Where are we now compared to:

2018: https://blog.stcloudstate.edu/ims/2018/03/27/im-554-discussion-on-gbl-2018/

2017: http://blog.stcloudstate.edu/ims/2017/02/22/im554-discussion-gbl/

2. How did GBL change in the past year? Who is the leader in this research (country)? Is K12 the “playground” for GBL and DGBL?

China: Liao, C., Chen, C., & Shih, S. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education133, 43–55. https://doi.org/10.1016/j.compedu.2019.01.013

Finalnd: Brezovszky, B., Mcmullen, J., Veermans, K., Hannula-Sormunen, M., Rodríguez-Aflecht, G., Pongsakdi, N., … Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers & Education128, 63–74. https://doi.org/10.1016/j.compedu.2018.09.011

Tunesia: Denden, M., Tlili, A., Essalmi, F., & Jemni, M. (2018). Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learning Environments5(1), 1–19. https://doi.org/10.1186/s40561-018-0078-6

Pitarch, R. (2018). An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning. Journal of Language Teaching and Research9(6), 1147–1159. https://doi.org/10.17507/jltr.0906.04

3. DGBL vs Serous Games vs Gamification

4. BYOx. Still timely?

5. XR and its relation to ID (instructional design) and the gamification of education:
http://blog.stcloudstate.edu/ims/2018/10/16/eli-2018-key-issues-teaching-learning/

#7 is ID, #13 is emerging technologies.

What is VR, AR, MR. Immersive learning?
examples from SCSU:
https://web.stcloudstate.edu/pmiltenoff/bi/

Examples from other universities as presented at Nercomp 2019 workshop:

https://zoom.us/recording/share/YtDl7AA3Te_whtCnZZdv93EiNZbljU7yyzl7ibOEam-wIumekTziMw?startTime=1552927676000

min 29 from start: University of Connecticut (chapter 1)
min 58 from start: Dan Getz with Penn State (chapter 2)
hour 27 min from start: Randy Rode, Yale (chapter 3)

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last year plan for IM 554 https://blog.stcloudstate.edu/ims/2018/03/27/im-554-discussion-on-gbl-2018/

Library Technology Conference 2019

#LTC2019

Intro to XR in Libraries from Plamen Miltenoff

keynote: equitable access to information

keynote spaker

https://sched.co/JAqk
the type of data: wikipedia. the dangers of learning from wikipedia. how individuals can organize mitigate some of these dangers. wikidata, algorithms.
IBM Watson is using wikipedia by algorythms making sense, AI system
youtube videos debunked of conspiracy theories by using wikipedia.

semantic relatedness, Word2Vec
how does algorithms work: large body of unstructured text. picks specific words

lots of AI learns about the world from wikipedia. the neutral point of view policy. WIkipedia asks editors present as proportionally as possible. Wikipedia biases: 1. gender bias (only 20-30 % are women).

conceptnet. debias along different demographic dimensions.

citations analysis gives also an idea about biases. localness of sources cited in spatial articles. structural biases.

geolocation on Twitter by County. predicting the people living in urban areas. FB wants to push more local news.

danger (biases) #3. wikipedia search results vs wkipedia knowledge panel.

collective action against tech: Reddit, boycott for FB and Instagram.

Mechanical Turk https://www.mturk.com/  algorithmic / human intersection

data labor: what the primary resources this companies have. posts, images, reviews etc.

boycott, data strike (data not being available for algorithms in the future). GDPR in EU – all historical data is like the CA Consumer Privacy Act. One can do data strike without data boycott. general vs homogeneous (group with shared identity) boycott.

the wikipedia SPAM policy is obstructing new editors and that hit communities such as women.

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Twitter and Other Social Media: Supporting New Types of Research Materials

https://sched.co/JAWp

Nancy Herther Cody Hennesy

http://z.umn.edu/

twitter librarieshow to access at different levels. methods and methodological concerns. ethical concerns, legal concerns,

tweetdeck for advanced Twitter searches. quoting, likes is relevant, but not enough, sometimes screenshot

engagement option

social listening platforms: crimson hexagon, parsely, sysomos – not yet academic platforms, tools to setup queries and visualization, but difficult to algorythm, the data samples etc. open sources tools (Urbana, Social Media microscope: SMILE (social media intelligence and learning environment) to collect data from twitter, reddit and within the platform they can query Twitter. create trend analysis, sentiment analysis, Voxgov (subscription service: analyzing political social media)

graduate level and faculty research: accessing SM large scale data web scraping & APIs Twitter APIs. Jason script, Python etc. Gnip Firehose API ($) ; Web SCraper Chrome plugin (easy tool, Pyhon and R created); Twint (Twitter scraper)

Facepager (open source) if not Python or R coder. structure and download the data sets.

TAGS archiving google sheets, uses twitter API. anything older 7 days not avaialble, so harvest every week.

social feed manager (GWUniversity) – Justin Litman with Stanford. Install on server but allows much more.

legal concerns: copyright (public info, but not beyond copyrighted). fair use argument is strong, but cannot publish the data. can analyize under fair use. contracts supercede copyright (terms of service/use) licensed data through library.

methods: sampling concerns tufekci, 2014 questions for sm. SM data is a good set for SM, but other fields? not according to her. hashtag studies: self selection bias. twitter as a model organism: over-represnted data in academic studies.

methodological concerns: scope of access – lack of historical data. mechanics of platform and contenxt: retweets are not necessarily endorsements.

ethical concerns. public info – IRB no informed consent. the right to be forgotten. anonymized data is often still traceable.

table discussion: digital humanities, journalism interested, but too narrow. tools are still difficult to find an operate. context of the visuals. how to spread around variety of majors and classes. controversial events more likely to be deleted.

takedowns, lies and corrosion: what is a librarian to do: trolls, takedown,

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Crague Cook, Jay Ray

the pilot process. 2017. 3D printing, approaching and assessing success or failure.  https://collegepilot.wiscweb.wisc.edu/

development kit circulation. familiarity with the Oculus Rift resulted in lesser reservation. Downturn also.

An experience station. clean up free apps.

question: spherical video, video 360.

safety issues: policies? instructional perspective: curating,WI people: user testing. touch controllers more intuitive then xbox controller. Retail Oculus Rift

app Scatchfab. 3modelviewer. obj or sdl file. Medium, Tiltbrush.

College of Liberal Arts at the U has their VR, 3D print set up.
Penn State (Paul, librarian, kiniseology, anatomy programs), Information Science and Technology. immersive experiences lab for video 360.

CALIPHA part of it is xrlibraries. libraries equal education. content provider LifeLiqe STEM library of AR and VR objects. https://www.lifeliqe.com/

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Access for All:

https://sched.co/JAXn

accessibilityLeah Root

bloat code (e.g. cleaning up MS Word code)

ILLiad Doctype and Language declaration helps people with disabilities.

https://24ways.org/

 

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A Seat at the Table: Embedding the Library in Curriculum Development

https://sched.co/JAY5

embedded librarianembed library resources.

libraians, IT staff, IDs. help faculty with course design, primarily online, master courses. Concordia is GROWING, mostly because of online students.

solve issues (putting down fires, such as “gradebook” on BB). Librarians : research and resources experts. Librarians helping with LMS. Broadening definition of Library as support hub.

Accessible Media, Web and Technology Conference

Accessing Higher Ground – Accessible Media, Web and Technology Conference

Virtual Agenda November 14-16, 2018

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Not So Fast: Implementing Accessibility Reviews in a University’s IT Software Review Process

  • Crystal Tenan, IT Accessibility Coordinator, NC State University
  • Bill Coker, Software Licensing Manager, NC State University

Summary

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Abstract

Before a university purchases software, it should review the software to ensure it complies with university standards and follows Federal and State guidelines for security and accessibility. Without review, there is a higher risk that purchases put sensitive university data at risk, do not meet the needs of the campus population with disabilities, or require integration with enterprise level applications.

In a joint effort between the Office of Information Technology, the Office of General Counsel and the Purchasing Department, NC State University implemented a process to review purchases of software prior to issuing a purchase requisition.

In this presentation, we will provide an overview of NC State’s IT Purchase Compliance process and focus on the accessibility review process. We will discuss the process of implementation, important considerations for working with the campus community and vendors, and the impact of the IT Purchase Compliance process on campus.

Keypoints

  1. Participants will learn the importance of software reviews prior to purchasing.
  2. Participants will be exposed to an example format of how to structure a software review process.
  3. Participants will learn techniques for collaborating with various campus departments for software reviews.

(handouts available: ask me)

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Math Accessibility in Word, Canvas, Conversion and More!

  • Paul Brown, Vice President, Texthelp
  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Rachel Kruzel: Free and Low Cost Accessibility Tools (March 2018) https://vimeo.com/259224118

Link to Resources at Augsburg: http://www.augsburg.edu/class/groves/assistive-technology/

Session Details

  • Length of Session: 1-hr
  • Format: Lecture
  • Expertise Level: Beginner
  • Type of session: General Conference

Summary

This session will overview Texthelp’s exciting math accessibility program, EquatIO. Learn how students and professors easily insert math into Word, Canvas, and more as well as make STEM textbook conversion a much easier process. Augsburg’s Rachel Kruzel will provide an inside look into how EquatIO is making math accessible across her campus.

Abstract

EquatIO is Texthelp’s game-changing math software program that gives students and professors multiple means of producing, engaging with, and expressing math with ease. This session will overview how to easily insert math into Microsoft Word, Canvas, and other programs as well as how it can save valuable time and resources in STEM textbook conversion. The program’s core features including math-to-speech, speech-to-math, math prediction, math OCR capabilities and many other tools will be demonstrated, helping empower students in this traditionally challenging area. Attendees will not only learn the program, but also how they can gain free access to its premium features as well as assist their students in utilizing the freemium and premium tools.

Keypoints

  1. Math accessibility is here!
  2. EquatIO is a digital math solution for all students and staff.
  3. Save time and resources in STEM textbook conversion.

Disability Areas

All Areas, Cognitive/Learning, Vision

Topic Areas

Alternate Format, Assistive Technology, eBooks, Faculty Instruction/Accessible Course Design, Including Accessibility in Curriculum, Information Technology, Uncategorized, Web/Media Access

Speaker Bio(s)

Paul Brown

Paul Brown has been in education for 20 years as a teacher, technology coach, manager, and currently is a Vice President at Texthelp. Paul’s team oversees the successful implementation of the Read&Write and EquatIO product lines. Paul is a Cleveland Browns fan for life and asks for your pity ahead of time. He and his family live in Edina, MN.

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

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“We don’t have enough staff assigned to making IT accessible!”

Summary

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus.

Abstract

How often do we hear people say this or feel this way ourselves? In this session the speaker will engage with attendees on promising practices for making the most of limited resources toward a more accessible IT environment on campus. Topics will included but not be limited to convening a high level task force of key stakeholders on campus, developing policies and guidelines, offering training on accessibility within other training opportunities, presenting at regularly occurring meetings and special interest groups, developing partnerships, supporting a group of IT accessibility liaisons to extend the reach of central services, securing funds to proactively caption videos and remediate inaccessible documents (particularly those that are high impact/use), providing online resources for specific target groups, and purchasing accessibility tools for campus-wide use. The speaker will provide examples and the audience will contribute their own ideas, experiences, and lessons learned.

Keypoints

  1. Organizations promoting accessible IT on campuses are often under staffed.
  2. Promising practices have been developed at some schools for maximizing the impact of available resources.
  3. Promising practices have been developed at some schools for maximizing the impact of available resources.

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Technology, Uncategorized

Speaker Bio(s)

Sheryl Burgstahler

Dr. Sheryl Burgstahler founded and directs the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center and the ATC (Access Technology Center) as part of her role as Director of Accessible Technology Services at the University of Washington (UW). These centers promote (1) the support the success of students with disabilities in postsecondary education and careers and (2) the development of facilities, IT, services, and learning activities that are welcoming and accessible to individuals with disabilities. The ATC focuses efforts at the UW; the DO-IT Center reaches national and international audiences with the support of federal, state, corporate, foundation, and private funds. Dr. Burgstahler is an affiliate professor in the UW College of Education. She developed and taught the Accessibility and Compliance in Online Education online course offered by Rutgers University and currently teaches graduate courses in applications of universal design in higher education at City University of New York and Saint Louis University.

(handouts available: ask me)

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Evaluating and Repairing Word and PowerPoint Files

Summary

In this hands-on workshop, learn to evaluate and repair common accessibility issues in Microsoft Word and PowerPoint.

Abstract

Both Word and PowerPoint contain a very useful accessibility checker that can identify many potential accessibility issues within a document. However, like any automated checker, there are also many issues that it cannot detect–accessibility evaluation is always a combination of evaluation tools and manual checks.

During this workshop, participants will practice evaluating and repairing many common accessibility issues of Word and PowerPoint files. We will use practice files and a printable evaluation checklist to evaluate Word docs and Power Point slides.

Keypoints

  1. Learn to use the built-in Microsoft Office Accessibility Checker
  2. Identify accessibility issues that must be analyzed manually
  3. Practice evaluating and repairing the accessibility of Word and PowerPoint files

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Jonathan Whiting

o: Jonathan Whiting is the Director of Training at WebAIM, based at Utah State University. His main passion is helping others learn to make the web more accessible to people with disabilities. Jonathan is also currently involved in the GOALS Project, a program to assist institutions of Higher Education in improving their accessibility system-wide. With a Master’s Degree in Instructional Technology and over fifteen years of experience in the field of web accessibility, Jonathan has published dozens of articles, tutorials, and other instructional resources. He has traveled extensively to train thousands of web developers and other professionals who develop or maintain web content.

(handouts available: ask me)

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Powerful Presentation Skills for the Accessibility Professional

  • Christa Miller, Director of Inclusive Media Design, Virginia Tech

Summary

As subject matter experts in disabilities and accessibility, we are often called upon to provide training and professional development to others. However, it is uncommon for us to receive formal training in this area ourselves. Through discussion and small group activities, participants will explore and practice techniques for giving presentations

Abstract

As accessibility and disability professionals we are well equipped with the content knowledge needed to provide motivation, or justification on the what, why and how of accessibility. Unfortunately, we are often called upon to provide this to experts in a wide range of unrelated fields who do not intrinsically know what it means “to be accessible”. Not only is the audience challenging to reach, but the content challenges the audience on multiple levels. That being said, by using best practices for training adult learners, accessibility training can become a pleasure.

This session aims to provide techniques and practice on critical presentation skills for accessibility professionals including but not limited to: increasing audience engagement, developing powerful slides and visuals, checking your work for accessibility, and practicing before presenting.

Keypoints

  1. Presentations by accessibility professionals should exemplify best practice for accessibility
  2. Successful presentations are part performance and part technical know-how
  3. Accessibility presentations should contain more application and practice than background information

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Faculty Instruction/Accessible Course Design

Speaker Bio(s)

Christa Miller

Christa Miller is a proud Virginia Tech Hokie and is currently the Director of Inclusive Media Design. She first became interested in assistive technologies (AT) while earning her BS in Electrical Engineering. Her passion for accessible technology and universal design then led her to pursue her MS in Industrial Systems Engineering, concentrating in Human Factors Engineering.

Between 2006 and 2018, Christa has worked in many roles for Assistive Technologies, part of Technology-enhanced Learning and Online Strategies (TLOS). Notable among these was as the lead Braille Transcriber for Braille Services, an initiative to provide in-house production of Braille materials for the University for which she received the Excellence in Access and Inclusion Award in 2012. Her unique knowledge of the tools and technologies needed to produce Braille for Science, Technology, Engineering, and Mathematics (STEM) courses has led her to consult with disability service providers from many other post-secondary institutions and share that knowledge at national conferences.

In her current role, Christa has enjoyed co-leading a several professional development programs aimed at providing Teaching Faculty, Instructors and Graduate Teaching Assistants with the knowledge, skills and confidence necessary to create inclusive learning environments.

(handouts available: ask me)

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IT Colleagues: from Accessibility Newbies into Accessibility Auditors

  • Kristen Dabney, Assistive Technology Instruction Specialist, Tufts University

Summary

Tufts Student Accessibility Services office created accessibility testing guidelines designed to help IT professionals complete basic accessibility audits for digital products before they are purchased.

Abstract

As Tufts implemented its accessible procurement protocol, the need for a streamlined accessibility audit process became crucial. For a university to be proactive and evaluate product accessibility before purchase, a comprehensive auditing system must be in place. These audits (completed by our SAS-trained IT team) provide a more in-depth view than that described by a vendor’s VPAT. This simple to use guide enhanced campus-wide buy-in while also making forward progress on procurement audits. Attendees will learn the process used to initiate and develop these guidelines, the arguments successfully used to get the procurement process firmly in the IT office, the training process for IT auditors and best practices for sustainability beyond the initial training workshop. This session will conclude with a walk though of an example application using the guidelines developed by Tufts Student Accessibility Services office.

Keypoints

  1. Training guide for IT professionals new to testing accessibility
  2. Quick walk through Accessibility Audit process
  3. Accessibility Review Instructions + Vendor Accessibility Report Checklist (WCAG 2.1 standards)

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Assistive Technology, Information Technology, Uncategorized

Speaker Bio(s)

Kristen Dabney

Kristen Dabney graduated from Grinnell College with a degree in Physics, and later from University of Connecticut with a Postsecondary Disability Services Certification since the Physics degree wasn’t saying “I’m interested in accessibility” loud enough. She currently works as an Assistive Technology Instruction Specialist at Tufts University.

(handouts available: ask me)

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Social media and accessibility

  • Gian Wild, Ms, AccessibilityOz

Summary

Gian Wild goes through the accessibility issues of each of the four main social media sites (Facebook, Twitter, YouTube and LinkedIn) and discusses ways that you can make sure your social media content is accessible.

Abstract

Social media accessibility is an incredibly important tool in modern society. It is not just the young who access social media, with close to 30% of people over the age of 65 interacting on social networking sites, and 50% of people aged 50 – 64. As the percentage of recruiters who use LinkedIn is now 95%, social media is becoming an essential part of negotiating the current working environment. The main reason why social media is not accessible is that social networking sites and apps are almost continually refreshed. Facebook sometimes changes twice a day. This, coupled with a lack of a formal testing process, means that what may be accessible today may be literally gone tomorrow.

Keypoints

  1. Social media networks cannot be relied upon to be accessible
  2. A number of easy things you can do to make your social media more accessible
  3. The most improved and the most accessible social media networks of 2018

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Gian Wild

Gian works in the area of web accessibility: making sure web sites and mobile apps can be used by people with disabilities. She spent six years contributing to the international set of web accessibility guidelines used around the world and is also the CEO and Founder of AccessibilityOz. With offices in Australia and the United States, AccessibilityOz has been operating for five years. Its clients include the Department of Prime Minister and Cabinet, Gold Coast 2018 Commonwealth Games, Optus, Seek and Foxtel. A 2017 Australian of the Year award nominee, Gian splits her time between Australia the US. A regular speaker at conferences around the world, in 2015 she presented to the United Nations on the importance of web accessibility at the Conference of State Parties to the Convention on the Rights of Persons with Disabilities.

(handouts available: ask me)

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I Was Wrong! Build Your Successful Accessibility Program by Learning from My Mistakes

Angela Hooker, Microsoft

Summary

Whether or not you’re new to the field, when you manage an accessibility program, you can fall into common traps–but there’s no need to! Learn from my observations and old mistakes! Get tips for running a successful program and avoiding poor management choices, poor policy, poor planning, and more that can hinder your program.

Abstract

So, you’re leading an accessibility program…how’s that working out?

If you’re a new accessibility program manager or a seasoned pro, you can still make rookie mistakes. I sure have, and that’s after over 16 years of running accessibility and user experience programs!

Has your laid back nature defeated your process-driven “evil twin”? Does your site’s written content defeat the accessibility features that your other team members created? Are you unsure why your developers still “don’t get it”? Do your leaders avoid you and conversations about accessibility, except to say that “It’s great!”? Or perhaps your web management direction–when it comes to overall content, design, and development choices–doesn’t quite support the needs of your audience, and you’re not sure where things are going wrong.

My experience from the corporate and government sectors will help you plan your program, whether it’s for a higher education, corporate, or government environment. Get on track with process, program management, setting proper expectations, and more to help you drive great user experiences and real accessibility across your organization.

Keypoints

  1. Learn the common mistakes in creating and sustaining an accessibility program and how to avoid them.
  2. Understand the importance of setting boundaries for accepting and establishing program responsibilities.
  3. Get tips to manage the overall content, design, development, and testing–which drive your program’s success.

Disability Areas

All Areas

Topic Areas

Uncategorized, Web/Media Access

Speaker Bio(s)

Angela Hooker

Angela Hooker is a Senior Accessibility Product Manager at Microsoft, where she’s built a center of expertise for accessibility, user experience, and universal design. She’s brought her web management, development, design, accessibility, and editorial and content management expertise to the government and private sector for over 20 years. Angela also advocates for role-based accessibility and believes that teaching people how to incorporate principles of accessibility in their everyday work creates a sustainable program and produces the most accessible user experiences. In addition to accessibility and universal design, she supports plain language and web standards. Angela speaks on and writes about accessibility, user experience, and plain language.

(handouts available: ask me)

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Trending Tech Tools: What’s New, What’s Improved & What’s on the Horizon for Assistive Technology & Accessibility Tools

  • Rachel Kruzel, Assistive Technology & Accommodations Specialist, Augsburg University

Summary

The field of Assistive Technology and Accessibility is constantly changing. Tech giants are making more frequent updates to their products. As a result, knowing the latest updates is essential. Assistive Technology and Accessibility software updates from major tech companies such as Texthelp, Sonocent, and Microsoft, as well as free and low cost tools to support students on campus will be featured and shown.

Abstract

Both the Assistive Technology and Accessibility fields are constantly changing. Software companies are soliciting user feedback continuously and deciding which suggestions are the most important to develop and update. These updates and developments are released every six to twelve weeks. Much of this AT is central for students to access courses and curriculum in an accessible way. This presentation will focus on the most recent updates from the major assistive technology companies who are making waves in the tech field. The latest releases from companies like Texthelp, Sonocent, Microsoft, as well as other tech giants will be shown. Free and low cost assistive technology tools that are on the cutting edge or are strong supports for students will be featured in this session as well. Participants will leave with updates to tools they are using to support students on their campuses and ideas on how to use these tools on campus to implement both Assistive Technology and Accessibility.

Keypoints

  1. Assistive technology companies are releasing product updates every six to twelve weeks on average.
  2. Latest updates and features to commonly used Assistive Technology tools in higher education will be shown.
  3. Both for-purchase and free/low cost assistive technology tools can be easily implemented to support students.

Disability Areas

All Areas

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Rachel Kruzel

Rachel Kruzel, ATP, is the Assistive Technology & Accommodations Specialist at Augsburg University in Minneapolis, Minnesota, and is a RESNA Certified Assistive Technology Practitioner (ATP). She has over 8 years of experience working in in the CLASS Office (Disability Resources) focusing on assistive technology, educational technology, transitioning from K-12 to higher education, academic accommodations implementation, and digital, electronic, and web accessibility. Rachel has presented both regionally and nationally on a variety of topics about assistive technology, as well as accessibility, transition, assistive technology tools such as the QIAT-PS and specific software program demonstrations and trainings, as well as general consultation with students, parents, schools, and organizations. She also provides consulting and direct consumer support through assistive technology consultation and the implementation process.

(handouts available: ask me)

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The Big Ten Academic Alliance’s Shared Approach to Procurement and Vendor Relations

  • Bill Welsh, Rutgers University
  • Charlie Collick, Director of IT Accessibility, Rutgers University
  • Nate Evans, Manager, Digital Content & Accessibility, Michigan State University

Summary

Learn how the Big Ten Academic Alliance is working together to develop policies, processes and procedures for procurement of accessible IT as well as assisting each other with managing vendor relationships that can foster better product accessibility within the Big 10. Also, each presenter will share their own institutions practices in this area.

Abstract

The Big Ten Academic Alliance are working together through a CIO sponsored group called the Information Technology Accessibility Group to leverage their coalition in regards to the accessibility of IT products purchased. The presenters will provide insight into their current collaborative efforts and share the four goals that the ITAG/Procurement Working Group is developing to improve best practices and shared basic standards for accessibility in IT procurement processes. This partnership has identified the following four goals to address IT accessibility: 1.Education & Marketing 2. Shared Solicitation Requirements for IT purchases 3. Standardize Evaluation 4. Leverage the BTAA purchasing power to work with vendors to improve accessibility and develop shared repository of IT accessibility evaluations. Participants will discover methods of alignment, and see how shared approaches to vendor relationship management can leverage economy of scale and foster vendor commitment.

Keypoints

  1. Product accessibility best practices
  2. Establishing product accessibility repositories
  3. There are resources available in this arena for others to utilize and assist in developing

Disability Areas

All Areas

Topic Areas

Administrative/Campus Policy, Information Resources, Information Technology, Uncategorized

Speaker Bio(s)

Bill Welsh

Bill is the Associate VP of Rutgers Access and Disability Resources. He has worked at Rutgers since 2013. Previously, he worked at Penn State University (1999-2013) and Drexel University (1994-1999) as Director of Disability Services

Charlie Collick

Charlie is the Director of IT Accessibility at Rutgers University. He is responsible for the accessibility of all enterprise academic and administrative technology and digital content. He also serves as Director of Software Site Licensing where he is responsible for vetting all central funded technology purchases for the University and the distribution of the licenses to staff, faculty, and students. Charlie has been an employee of Rutgers OIT since 2008. Before serving in his current role, Charlie was the Acting Director of Teaching and Learning with Technology where he lead a team of instructional designers, education technologists, and LMS support staff. His professional experience includes accessibility, instructional design, instructional technology, functional management, organizational development, strategic planning, and technology procurement. His broad technical background spans general IT, applications and systems support, web design and development, and the delivery of related services.

Nate Evans

Nate works with students, faculty, staff, and administrators across the institution to help create more inclusive environments, and shape better digital experiences. He leads Michigan State University’s digital accessibility program, and the Digital Content & Accessibility team to provide central support and resources, and to measure digital accessibility improvement.

(handouts available: ask me)

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Not Another Lecture-Style Presentation

  • Brad Held, Accessible Technology Coordinator, University of Central Fl

Summary

Disability Professionals struggle to garner interest for their presentations or workshops. Just getting faculty or staff to register for their training doesn’t guarantee that the topics will be practiced. In this presentation, the presenter will share tips for designing a memorable educational experience that doesn’t involve a projector/clicker.

Abstract

As accessible technology experts, we often find it difficult to fill the seats at our presentations. This might be because of the topics we discussed are overwhelmingly complicated to understand, or because attendees do not believe enough students are affected by our subject matter. Regardless of the reason, the attendee doesn’t always leave with a lasting memory of how they can create access to their environment. What if we could take some of the visual elements of our technology and incorporate it with inclusive principles, then design an experience that is FUN? Based on the popular escape room game concept, you can challenge teams to be locked in a room full of barriers. Have them escape by identifying and removing the barriers within the room with more accessible approaches within the time allotted. UCF will share their design secrets for creating an escape room activity that will have your entire institution buzzing. The presentation will end with an interactive demonstration.

Keypoints

  1. How to create a different activity other than a lecture style presentation
  2. Designing a memorable experience involving accessibility.
  3. Incorporating accessible technology and inclusive principle.

Disability Areas

All Areas

Topic Areas

Other, Uncategorized

Speaker Bio(s)

Brad Held

Brad Held has been the Assistant Director – Accessible Technology for the Student Accessibility Services office at University of Central Florida (UCF) for the past four years. He earned his Bachelor’s degree in Applied Biotechnology at the University of Georgia in 2006. Prior to arriving at UCF, Brad worked in Assistive Technology for almost ten years: four years in a public school K-12 setting with Gwinnett County Public Schools in Georgia and five years in higher-education at The University of Georgia and The University of South Carolina. He is certified in Assistive Technology Applications. Aside from helping UCF students received academic supports, Brad also has a learning disability. Brad uses his personal experience to aid students in being active participants in the accommodation process.

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Interactive 3d printed tactile campus maps

  • Holly Lawson, Assistant Professor, Portland State University
  • Shiri Azenkot, Assistant Professor, Cornell Tech
  • Lei Shi, PhD Student, Cornell Tech
  • Michael Cantino, Research Assistant, Portland State University

Summary

This presentation introduces the Markit and Talkit iOS software, which enables an individual to add text or audio annotations to a 3d printed model. Presenters share the use of this toolkit with 3d printed tactile maps.

Abstract

Recent advances in 3d printing technology have made tactile models more available to individuals who are visually impaired. With grant funding from the National Science Foundation, we have developed and field-tested iOS technology that empowers individuals to modify models by adding audio or text annotations. Using this technology, a modified model can provide voice output or display a description of a model component when it is touched by a user. In this session, we will introduce the 3d printing technology and its application with 3d printed tactile maps for use with individuals with visual impairments at Portland State University and Portland Community College.

Keypoints

  1. interactive 3d printed models can provide greater access to campus environments than traditional tactile maps
  2. interactive 3d printed maps can be customized to include wayfinding information most pertinent to the user
  3. the use of interactive 3d printed models is a cost effective solution for institutes of higher education

Disability Areas

Mobility, Vision

Topic Areas

Assistive Technology, Uncategorized

Speaker Bio(s)

Holly Lawson

Dr. Holly Lawson is an Assistant Professor at Portland State University and

the coordinator of the Visually Impaired Learner program. Since 1994, she has worked in the VIL field, beginning as a residential instructor for the Texas School for the Blind and Visually Impaired and then the Peace Corps in Morocco. Her master’s and PhD are from the University of Arizona where she held several positions in teaching and research. She came to PSU in 2014, having previously worked as an assistant professor and the coordinator for the Virginia Consortium of Teacher Preparation in Vision Impairment at George Mason University.

Shiri Azenkot

Dr. Shiri Azenkot is an Assistant Professor at the Jacobs Technion-Cornell Institute at Cornell Tech, Cornell University, and a field member in the Information Science Department. She is also an affiliate faculty member in the Computer Science Department at the Technion–Israel Institute of Technology. Currently, her research is funded by the NSF, AOL, Verizon, and Facebook. Before arriving at Cornell Tech, she was a PhD student in Computer Science & Engineering at the University of Washington, where she was advised by Richard Ladner and Jacob Wobbrock. Shiri has received the UW graduate medal (awarded to just one PhD candidate at the university each year), a National Science Foundation Graduate Research Fellowship, and an AT&T Labs Graduate Fellowship.

Lei Shi

Lei Shi is a fourth-year Ph.D. student at Cornell University and an AOL fellow at Cornell Tech, where he is advised by Shiri Azenkot. His research interests lie in the fields of accessibility, human-computer interaction, and design. Specifically, he explores how to combine 3D printing technologies and innovative design to help people. Previously, Lei got his bachelor degree in Electrical Engineering from Zhejiang University, with a double degree in Industrial Design.

Michael Cantino

Michael Cantino worked in K-12 special education for 11 years before coming to Portland Community College in 2017. During that time, he specialized in supporting students with behavioral challenges, Autism Spectrum Disorder, and students with visual impairments. Michael is a Library of Congress certified braille transcriber and is skilled in the production of tactile graphics and 3D models for visually impaired learners. At PCC, Michael provides a broad range of supports for students experiencing disabilities, with a focus on assistive technology, alternative formats, and in-class supports. In addition to his work at Portland Community College, Michael is also a Research Assistant at Portland State University where he is studying the use of interactive 3D models to support visually impaired learners.

(handouts available: ask me)

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The Power of PDF

Instructional designers, document developers, analysts QA

Naveesha  and Sachun Gupta

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more on UDL in this IMS blog
http://blog.stcloudstate.edu/ims?s=udl

Preparing Learners for 21st Century Digital Citizenship

ID2ID webinar (my notes on the bottom)

Digital Fluency: Preparing Learners for 21st Century Digital Citizenship
Eighty-five percent of the jobs available in 2030 do not yet exist.  How does higher education prepare our learners for careers that don’t yet exist?  One opportunity is to provide our students with opportunities to grow their skills in creative problem solving, critical thinking, resiliency, novel thinking, social intelligence, and excellent communication skills.  Instructional designers and faculty can leverage the framework of digital fluency to create opportunities for learners to practice and hone the skills that will prepare them to be 21st-century digital citizens.  In this session, join a discussion about several fluencies that comprise the overarching framework for digital fluency and help to define some of your own.

Please click this URL to join. https://arizona.zoom.us/j/222969448

Dr. Jennifer Sparrow, Senior Director for Teaching and Learning with Technology and Affiliate Assistant Professor of Learning, Design, and Technology at Penn State.    The webinar will take place on Friday, November 9th at 11am EST/4pm UTC (login details below)  

https://arizona.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=e15266ee-7368-4378-b63c-a99301274877

My notes:

Jennifer does NOT see phone use for learning as an usage to obstruct. Similarly as with the calculator some 30-40 years ago, it was frowned upon, so now is technology. To this notion, added the fast-changing job market: new jobs created, old disappearing (https://www.nbcnews.com/news/us-news/students-are-being-prepared-jobs-no-longer-exist-here-s-n865096)

how DF is different from DLiteracy? enable students define how new knowledge can be created through technology. Not only read and write, but create poems, stories, if analogous w learning a language. slide 4 in https://www.slideshare.net/aidemoreto/vr-library

communication fluency. be able to choose the correct media. curiosity/failure fluency; creation fluency (makerspace: create without soldering, programming, 3Dprinting. PLA filament-corn-based plastic; Makers-in-residence)

immersive fluency: video 360, VR and AR. enable student to create new knowledge through environments beyond reality. Immersive Experiences Lab (IMEX). Design: physical vs virtual spaces.

Data fluency: b.book. how to create my own textbook

rubrics and sample projects to assess digital fluency.

https://er.educause.edu/articles/2018/3/digital-fluency-preparing-students-to-create-big-bold-problems

https://events.educause.edu/annual-conference/2018/agenda/ethics-and-digital-fluency-in-vr-and-immersive-learning-environments

Literacy Is NOT Enough: 21st Century Fluencies for the Digital Age (The 21st Century Fluency Series)
https://www.amazon.com/Literacy-NOT-Enough-Century-Fluencies/dp/1412987806

What is Instructional Design 2.0 or 3.0? deep knowledge and understanding of faculty development. second, once faculty understands the new technology, how does this translate into rework of curriculum? third, the research piece; how to improve to be ready for the next cycle. a partnership between ID and faculty.

Тechnology Procurement for Accessibility

7 Things You Should Know About Technology Procurement for Accessibility

Wednesday, October 10, 2018
Lori Kressin Kyle Shachmut Christian Vinten-Johansen Sue Cullen

https://library.educause.edu/resources/2018/10/7-things-you-should-know-about-technology-procurement-for-accessibility

ELI Educause : Technology Procurement for Accessibility PDF document

Despite general agreement among institutional leaders that they are obligated to provide accessible technology, efforts at many colleges and universities to fulfil that promise are often ad hoc, incomplete, or not fully implemented. Including accessibility requirements or guidance in institutional policies and practices for how technology is procured is one way for colleges and universities to demonstrate a commitment to ensuring equal access to information, programs, and activities and to comply with applicable legal requirements.

Due to decentralized purchasing and contracting practices, as well as the growing ecosystem of easy-to-deploy learning apps, applications and services are often deployed with little or no oversight from an accessibility perspective.

George Mason University, the university counsel, purchasing office, libraries, and IT services are collaborating to establish purchasing guidelines that ensure all IT purchases are reviewed for accessibility and conform to explicit standards and guidelines. The California State University system has developed system-wide vendor accessibility requirements, as well as an Equally Effective Alternate Access Plan (EEAAP) to address accessibility barriers while the product development team addresses remediation of those barriers (which are outlined in a product Accessibility Roadmap). Penn State University updated its policy for accessibility of electronic and information technology to reflect evolving standards and new best practices. The University of Washington uses a step-by-step checklist, including suggested language for contracts, to help users across campus ensure accessibility compliance in technology acquisitions. The University of Wisconsin–Madison tells stakeholders that they “must consider accessibility early and throughout the process as one of the criteria for [technology] acquisition.” As part of a process of “growing a culture of access,” Wichita State University has developed an in-depth Foundations of Accessibility course for staff and a technology audit rubric, among other tools

Consistent adherence to accessibility policies for technology purchases can be challenging because some technologies might need to be deployed even though they are not fully accessible.

Campus policies allowing decentralized technology purchases can create gray areas where buyers may be uncertain about—or may not even be aware of—their responsibilities to ensure that such purchases comply with institutional accessibility policies.

Changes in pedagogic practice to ensure broader adoption of accessible technology are tangible demonstrations of that enhanced awareness. Broader adoption of the principles of Universal Design for Learning may stimulate more institutions to be intentional about policies that ensure accessible technology purchases.

media, digital literacy and fake news

An interactive discussion on media, digital literacy and fake news

Bryan Alexander’s Future Trends Forum w/ Special Guest Jennifer Sparrow

https://shindig.com/login/event/ftf-sparrow

On this week’s Future Trends Forum, Bryan Alexander and Jennifer Sparrow, the Senior Director of Teaching and Learning with Technology at Penn State University, will explore the significance of media and digital literacy, especially in the era of fake news.

Jennifer and Bryan will further dissect how digital literacy and fluency differ, and why this difference is important.

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more on digital literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy+education

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